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J. Louise Newton
MSW, P-LCSW
South East AHEC
January 21, 2011
Workshop Agenda 9:00-10:30 Overview of LGBTQ Terminology
10:30-10:45 Break
10:45-12:00 The Changing Queer Experience
12:00-12:30 Lunch Provided
12:30-2:15 Queer Youth, Violence, and Suicide
2:15-2:30 Break
2:30-4:00 Building Empathy and Creating Safety
Introductions
About the presenter
About the attendees: Please briefly
introduce yourself including
Your first name
Your place of employment
Your particular interest in the workshop
Workshop Participation
Agreements
Confidentiality
No dumb questions
Strive for respectful language
Step forward, step back
View this as a process
Others?
Potential workshop limitations?
Alphabet Soup:
Introduction to
Language and
TerminologyLesbian
Gay
Bisexual
Transgender
Queer
Intersex
The Q Word: Queer A umbrella term used to refer to all LGBTQI people
A political statement, as well as a sexual orientation, which advocates breaking binary thinking and seeing both sexual orientation and gender identity as potentially fluid.
A simple label to explain a complex set of sexual behaviors and desires. For example, a person who is attracted to multiple genders may identify as queer.
Many older LGBT people feel the word has been hatefully used against them for too long and are reluctant to embrace it.
The Q Word: Who can use it?
How does the term queer relate to other
terms oppressed communities use within
their subcultures?
Would you feel comfortable mirroring that
language back to students who use the
term queer to identify themselves?
With whom or where wouldn‟t you feel
comfortable using the term queer?
Cass Model of Gay and
Lesbian Identity Formation
COMING OUT is a life – long process of exploring one’s sexual orientation and Gay / Lesbian identity and sharing it with family, friends, co-workers and the world.
COMING OUT is one of the most significant developmental processes in the lives of Gay and Lesbian people. Coming Out is short for the phrase “coming out of the closet.”
COMING OUT means recognizing, accepting, expressing and sharing ones’ sexual orientation with oneself and others.
adapted from “Homosexual Identity Formation: A Theoretical Model”, by Vivienne C. Cass [Journal Of Homosexuality – Vol 4 (3), Spring 1979] and “10 Smart Things Gay Men Can Do To Improve Their Lives” by Joe Kort published by Alyson Books, 2003.
Cass Model Continued
1• Identity Confusion: Personalization of information regarding sexuality.
2• Identity Comparison: Accepts possibility that s/he might be homosexual.
3
• Identity Tolerance: Accepts probability of being homosexual, recognizes sexual/social/emotional needs of being homosexual.
4
• Identity Acceptance: Accepts (vs. tolerates) homosexual self-image and has increased contact with Gay/Lesbian subculture and less with heterosexuals.
5
• Identity Pride: Immersed in Gay/Lesbian subculture, less interactions with heterosexuals. Views world divided as “gay” or “not gay”.
6• Identity Synthesis: Gay/Lesbian identity integrate with other aspects.
Sixty Years of United States
LGBTQ History in 5 Minutes…1950s-1960s Mattachine Society and Daughters of Bilitis
1969 Stonewall Riots
1970s Beginning of Gay Pride parades and Gay Liberation, Homosexuality removed from the DSM as a mental disorder
1980s AIDS epidemic and ACT-UP
1990s Don‟t Ask, Don‟t Tell enacted, Matthew Shepard murdered
2000s Transgender and Queer movements gain visibility, Struggle for human rights such as same-sex marriage
2010 Repeal of Don‟t Ask Don‟t Tell
Queer
Collective
Trauma
Collective trauma as defined by Kai
Erickson (1994) is “…a blow to the basic
tissues of social life that damages the
bonds attracting people together and
impairs the prevailing sense of
community” (p. 233).Source: Erickson, K. (1994). A New Species of trouble: The Human Experience of Modern Disasters. NY:
Norton.
Examples of Queer Collective
Trauma
Reflecting on our history lesson, or your
own hunches, can you identify historical
examples of queer collective trauma?
How about contemporary examples of
queer collective trauma?
What evidence of these shared traumatic
experiences do you witness in your work
setting with children?
Queer
Resiliency
Factors
What aspects of LGBTQ communities might contribute to creating resiliency in the face of hardships?
How do these factors compare to other student populations‟ ability foster resiliency? i.e. students of color, blended families, low wealth students?
LGBTQ Youth in Schools: An
Overview
Sobering Statistics Video
LGBTQ Youth in Schools:
Lambda Legal Stats
Five to six percent of American students are
lesbian, gay, bisexual or transgendered
(LGBT)1 — a conservative estimate means
there are 2.25 to 2.7 million school-age LGBT
youth.2
Recent studies show the average age for a
gay or lesbian youth to come out is now 16-
years-old — down from earlier studies showing
the average age at 19 to 23 years old.3Source: Lambda Legal “Gay and Lesbian youth in schools”
LGBTQ Students Report…
“School was a living hell for me. It was like „faggot‟ this and „faggot‟ that-all the time. It wore me out. I was exhausted from trying to watch my back and deal with all the verbal insults that were hurdled at me. I finally couldn„t take it anymore, and I just never went back. I took the GED and passed. That was the end of my high school—I just couldn„t take the abuse anymore.”
Soure: Mallon, G. P. (2001). Sticks and stones can break your bones: Verbal harassment and physical violence in the lives of gay and lesbian youths in child welfare settings. Journal of Gay and Lesbian Social Services, 13(1/2), 63-81.
Students Report Continued…
“At the new high school, they were all bullies. I was getting beat up all the time, just because they thought I was gay. I tried to keep a low profile, and one day this kid who had been bothering me all day tried to jump me while I was in the gym. Then a whole bunch of other guys just started joining in, beating me, throwing stuff at me. I was crying and screaming, „Why are you so bothered by me?‟ It was just terrible. I just got to a point that I thought,‟ I„m just not going to take it anymore. I can„t keep going to that school.”
Source: Mallon, G. P. (2001). Sticks and stones can break your bones: Verbal harassment and physical violence in the lives of gay and lesbian youths in child welfare settings. Journal of Gay and Lesbian Social Services, 13(1/2), 63-81.
Students Report Continued…
“I told the counselor „don„t tell anyone„ and all that and he called my parents and I know that he had to, but there„s just some things that he didn„t need to tell my parents that he did.”
“Everybody‟s just like, „I need to think through these issue by myself, I don„t want to tell [the counselors],‟ it„s gonna get around school, the counselor„s just not good about being discreet.‟
“The counselors at my school are really not that supportive, I mean, with child abuse or family problems then its ok, but not so much [when] kids are coming to them and report about [being] gay.”
Source: Varjas, K., Mahan, W.C., Meyers, J., Birckbichler, L., Lopp, G., & Dew, B.J. (2006). Assessing school climate among sexual minority high school students. Journal of LGBT Issues in Counseling, 1(3), 49-75.
Exercise: Role Play Hallway
Break into small groups.
One participant will be an LGBTQ student,
2-3 will be a group of harassing students,
and one will be a school staff person.
The staff person is walking down the hall
and happens upon a circle of students
surrounding an LGBTQ student calling her
or him names. What do you do?
Exercise: Role Play Classroom
Break back into same groups.
Switch roles this time. One of you is a
teacher and the others of you are
students in class. One of you make
disparaging remarks during class (i.e.
“That‟s so gay”), the others will be peers
encouraging the behavior. As the teacher
how will you respond?
One Teacher‟s Intervention…“A common conversation in my classroom:
Student (to another student): You‟re so gay.
Teacher: Please don‟t use “gay” as a criticism, it suggests that „gay‟ is bad which it‟s not.
Student: Ewwwwww.
Teacher: Try using another word that doesn‟t use category of people. Like weird.
Student: My father says „gay‟ so I can‟t help it, my whole family is like that. I can‟t change the way I feel.
Teacher: You can and should change the way your feel, but in the meantime using the word „gay‟ in a negative context is not allowed in this room. Everyone deserves to feel safe and happy in here.” (p. 128)
Source: Nycum, B. (2000). The XY Survival Guide: Everything you Need to Know about
Being Young and Gay. CA: XY Press
Substance Use and Dependence in
LGBTQ Populations: What the Research
Says
SAMHSA‟s Center for Substance Abuse Treatment LGBT Manual (2001) reports that LBG persons are:
More likely to use alcohol than the general population
More likely to have higher rates of substance abuse
Less likely to abstain from use
More likely to continue heavy drinking into later adulthood
Source: Center for Substance Abuse Treatment. (2001). A provider’s introduction to substance abuse treatment for lesbian, gay, bisexual, and transgender individuals. DHHS Publication No. (SMA) 01-3498. Rockville, MD: CSAT.
Substance Use and
Dependence Continued
In a study conducted on 824 LGB participants, looking at the correlation of experiencing heterosexist events and internalized homophobia: “Participants who were classified as having at least one alcohol or drug use disorder were significantly more likely to have experienced heterosexism and internalized homophobia than those who were not classified as having a substance use disorder.”
Source: Weber, G. V. (2008). Using to numb the pain: Substance use and abuse among lesbian, gay, and bisexual individuals. Journal of Mental Health Counseling, 3(1), 31-48.
Additional Factors that Contribute to
Addictions in the Queer Community
Lack of drug and alcohol free public places to meet similar others
Issues around family acceptance
Few spiritual resources that are LGBTQ affirming in many communities
The impact of collective trauma (also seen in high addiction rates among Native American communities, for example)
Feeling the need to hide or keep secret an integral part of one‟s identity
It Gets Better Project
Dan and Terry Clip from It Gets Better
Reactions?
Do you think it would help LGBTQ teens to
hear these messages?
www.itgetsbetter.org
www.thetrevorproject.org
Other Contemporary Factors that may
Impact your Work with LGBTQ Youth
Internet: social media sites, dating sites, access to information.
Sexual Health Education: How does your institution address LGBTQ sexual health?
LGBTQ Affirming Social Service Programming: Do DSS or other youth social services offer support specific to the needs of LGBTQ students? If so, where do you refer?
Exercise:
Heterosexual
QuestionnaireDeveloped by Martin Rochlin, Ph.D., 1977
Source: Retrieved on January 11, 2011 <http://www.psychologytoday.com/blog/gays-anatomy/200810/the-heterosexual-questionnaire>
Moving Towards Empathy Reactions to the Heterosexual Questionnaire?
How does an exercise like this help us build empathy?
Merriam-Webster‟s Definition of Empathy: 1 : the imaginative projection of a subjective state into
an object so that the object appears to be infused with it
2 : the action of understanding, being aware of, being sensitive to, and vicariously experiencing the feelings, thoughts, and experience of another of either the past or present without having the feelings, thoughts, and experience fully communicated in an objectively explicit manner; also : the capacity for this
Tolerance vs. Acceptance
Most cultural competency trainings
encourage us to tolerate differences such
as LGBTQ identities.
What is the substantive difference
between coming from a place of
tolerance with your students as opposed
to a place of acceptance?
Implementing Change:
Strategies to Create Safety
Structural Change:
Within the School Setting
Individual Change: Become an
Affirming Service
Provider and Ally
Cultural Change:
Join Efforts to Shift
Oppressive Thinking and
Policies
Implementing Change:
Continued
Can you name off the top of your head,
what strategies you already employ to
create safety for LGBTQ youth in your
organization?
How about strategies you would like to
implement?
What are some barriers to the successful
implementation of these ideas?
Individual Change TacticsBuild your Awareness Counselors need to have an understanding of their worldviews and the cultural conditioning that has, and continues to influence them, as well as how their respective worldviews may be reflected in their counseling.
Acknowledge that LGBTQ youth are among your current clients (co-workers), whether they have told you or not!
Recognizes impact of one„s own sexual-affectual orientation, attitudes, or lack of knowledge can have
Explore own thoughts, feelings and experiences related to LGBTQ persons
Understand how one„s view of sex/sexuality, as well as gender roles, may impact one„s view of LGBTQ clients
Source: Goodrich, K. M., Luke, M. (2010) Straight talk about counseling LGBT youth. Pittsburgh, PA: American Counseling Association.
Individual Change Tactics:
ContinuedDevelop Knowledge:Counselors need to accurately conceptualize and assess client needs, determine developmentally appropriate and relevant goals, and select effective interventions.
Recognize unique needs & associated developmental challenges of LGBTQ youth
Aware of appropriate resources for LGBTQ clients and families
Understands LGBTQ identity does not equal pathology
Aware that LBGTQ identity may or may not contribute to presenting issue
Recognizes effects of heterocentrism and unique concerns of LGBTQ youth, as well as the ways in which other aspects of culture intersect
Conceptualize complexity of sexuality, sexual identity, and gender identity
Source: Goodrich, K. M., Luke, M. (2010) Straight talk about counseling LGBT youth. Pittsburgh, PA: American Counseling Association
Individual Change Tactics:
ContinuedDevelop New SkillsCounselors need to possess and implement interpersonal strategies to build relationships, and counseling techniques to facilitate the counseling process.
Does NOT engage in practices to change sexual-affectualorientation!
Open dialogue about acceptance of all forms of diversity
Assist youth in positive LBGTQ identity development
o Intra- and inter- personal focus
o Continue to understand that identity development is different for different individuals, and so we don„t all take the same paths
o Understand the challenges that some students might face to ―coming out and holding a LGBTQ publicidentity. Respect the students„ needs/desires
Source: Goodrich, K. M., Luke, M. (2010) Straight talk about counseling LGBT youth. Pittsburgh, PA: American Counseling Association
Individual Change Tactics:
Continued
Develop New Skills Continued
Inclusive of LGBTQ youth‟s strengths
Understands and validates diversity of relationships
Recognize importance of extended family, chosen family, and families of origin AND willing to intervene systemically to educate, support, facilitate change
Source: Goodrich, K. M., Luke, M. (2010) Straight talk about counseling LGBT youth. Pittsburgh, PA: American Counseling Association
Structural Change Tactics
As an advocate, educates and trains colleagues
As an ally, counters misinformation and discrimination and supports LGBTQ youth and their concerns
Gender neutral and LGBTQ affirmative language
Implement school policies to protect LGBTQ youth
Train teachers, administrators, other counselors and school staff around issues of stigma
Have informed trainings/discussion about suicide prevention, homelessness, harassment/abuse, as well as other risk factors for this community
Source: Goodrich, K. M., Luke, M. (2010) Straight talk about counseling LGBT youth. Pittsburgh, PA: American Counseling Association
Structural Change Tactics:
Continued Create school-based LGBTQ support groups
[Acceptance Coalition, Gay-Lesbian-Straight Alliance]
Provide support and assistance for your LGBTQ colleagues
Provide information and texts (books, magazines, non-blocked Internet sites for LGBTQ youth in school libraries
Develop curriculum that includes LGBTQ people!
Break the silence
Encourage school boards and school administrators to set standards addressing LGBTQ issues
Source: Goodrich, K. M., Luke, M. (2010) Straight talk about counseling LGBT youth. Pittsburgh, PA: American Counseling Association
Cultural Change Tactics Join area organizations such as PFLAG or OUTWilmington. Your status as
an Ally does not exclude you from participating in change efforts.
Donate money or volunteer hours to lobbying organizations, most
notably in our state, Equality NC.
Speak with your neighbors, church community members, co-workers, and family members about what you have been learning and your changing values around LGBTQ acceptance and human rights.
Promote and/or attend rallies and events that address LGBTQ equality.
Share books that you have read or websites you enjoy that address LGBTQ experiences.
Notice in media and government policy efforts where LGBTQ folks are excluded or made invisible. Help others notice these short comings.
Work diligently towards creating a safe space in your office by displaying LGBTQ related books and symbols.
Ready to Change the World?
Do any of these tactics look “doable”?
Which ones?
What barriers do you anticipate to
implementing any of these strategies?
Last but not Least….
You came to this training! You
have already begun to
create change and safety for
your students!
Contact Info:
J. Louise Newton, MSW, P-LCSW
http://www.linkedin.com/in/louisemsw
Mobile: 828.273.8422